overview trees Kindergarten Overview CONTENTS

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1 Kindergarten overview trees Content goals The giant sequoia is the most massive living organism on Earth. It is a tree, magnificent in dimension and awe inspiring in its longevity and durability. To stand in the company of such giants is to experience the scale of life. To a kindergartner the oak on the corner, the pines at the park, and the mulberry trees at school are giants. Systematic investigation of trees over the seasons will bring students to a better understanding of trees place at school and in the community. Students will observe changes in weather day to day, over the year, and the impact weather has on living things. Students will have some solid experiences to help them know plants and their place on Earth. FOSS expects students to Develop a growing curiosity and interest in the living things that make up their world. Observe and describe the properties of trees and leaves in the schoolyard and acquire the vocabulary associated with the properties and structures of trees and leaves. Compare the similarities and differences of the trees and leaves observed on mini field trips. Help plant and care for a tree temporarily in the classroom, then permanently in the schoolyard. Observe trees and weather throughout the school year for changes that come daily and with the different seasons. Compare the shapes of leaves to geometric shapes. Compare the size and edges of leaves, using a reference card. Use pictorial experiences to heighten their awareness of the diversity and variety of trees, leaves, and landforms. Use drawings and oral language to describe observations. Overview CONTENTS Content Goals 1 FOSS and California Standards 2 Trees Module Matrix 4 Science Background 6 FOSS Components 8 The FOSS Teacher Guide Organization 10 The FOSS Investigation Organization 11 Science for Young Children 12 Assessing Progress 15 FOSS for All Students 16 Connecting the Experience 18 Organizing the Classroom 20 Scheduling the Module 22 Safety in the Classroom 25 K 5 Scope and Sequence 26 MAGNETISM trees AND ELECTRICITY

2 trees overview FOSS and California Standards The Trees Module supports the following Life Sciences Content Standards for kindergarten. * Life sciences LS2 Different types of plants and animals inhabit the earth. As a basis for understanding this concept: LS2a Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects). LS2c Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs). Science study provides children in kindergarten with a unique opportunity to explore the world around them...students begin their study of science by observing and noting the similarities, differences, and component parts of materials, plants, and animals, and the earth. They also observe processes and changes over time. The Trees Module supports the following Earth Sciences Content Standards for kindergarten. * Earth sciences ES3 Earth is composed of land, air, and water. As a basis for understanding this concept: ES3a Students know characteristics of mountains, rivers, oceans, valleys, deserts, and local landforms. ES3b Students know changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants. ES3c Students know how to identify resources from Earth that are used in everyday life and understand that many resources can be conserved. *Science Content Standards for California Public Schools: Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2000). Science Framework for California Public Schools: Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2003), page 26. full Earth option Materials science system

3 The Trees Module supports the following Investigation and Experimentation Content Standards for Kindergarten. * Investigation and Experimentation I&E4 Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: I&E4a Observe common objects by using the five senses. I&E4b Describe the properties of common objects. I&E4d Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, weight). I&E4e Communicate observations orally and through drawings. The ability to observe and describe common objects develops early and is enhanced by kindergarten instruction when students are introduced to the properties of solids and liquids, plants and animals, and landforms and weather conditions. Students can also be taught to compare and sort objects on the basis of the objects properties and be encouraged to use mathematics to communicate some of their observations. *Science Content Standards for California Public Schools: Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2000). Science Framework for California Public Schools: Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2003), page 30. MAGNETISM trees AND ELECTRICITY

4 trees Module Matrix Synopsis CA SCience CONTENT standards 1. Fall Trees Students begin their study of trees by going on a walk to look at the variety and structure of trees in the schoolyard. A living tree becomes part of the classroom for 2 weeks, and students work with representational materials to look more closely at the shapes of trees and their parts. Students adopt trees to observe changes throughout the year, and complete the activity by planting their class tree on the school grounds. 2. Leaves Students take a schoolyard walk, focusing on the leaves of trees. They match leaves with geometric shapes, go on a leaf hunt to compare leaves, work at s with representational materials, and make a leaf book. They study photos on sets of cards showing different landforms and look for similarities and differences. Students read about where and how trees grow. This investigation concludes with a book, Our Very Own Tree. 3. Trees through the seasons Students extend their understanding of trees as a growing, changing, living part of their world. They keep a class calendar monitoring weather conditions each day. During each season, they visit the schoolyard trees and observe their twigs, leaves, flowers, and seeds. They compare tree structures at different seasons. Students read about trees through the seasons. LS2a LS2c Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects). Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs). I&E4a Observe common objects by using the five senses. I&E4b Describe the properties of common objects. I&E4e Communicate observations orally and through drawings. LS2a LS2c ES3a Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects). Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs). Students know characteristics of mountains, rivers, oceans, valleys, deserts, and local landforms. I&E4a Observe common objects by using the five senses. I&E4b Describe the properties of common objects. I&E4d Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, weight). I&E4e Communicate observations orally and through drawings. LS2c ES3b ES3c Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs). Students know changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants. Students know how to identify resources from Earth that are used in everyday life and understand that many resources can be conserved. I&E4a Observe common objects by using the five senses. I&E4b Describe the properties of common objects. I&E4e Communicate observations orally and through drawings. full option science system

5 Concepts Reading and Writing Assessment Trees are a resource. Trees are identifiable by their shapes. Trees have identifiable structures. Individual trees can be described by their properties, including size, shape, and texture. Trees are growing, living organisms. A Tree Comes to Class Science Notebook: Students draw and write about trees in their schoolyard. They focus on how people and animals use trees, what trees need to live, the shapes of trees, and the parts or structures of trees. Teacher Observation Knows trees are resources that we use in our everyday life. Knows trees are plants and have structures. Compares structures of trees. Know trees are living things and have basic needs. Communicates observations orally and by drawing. Incorporates new vocabulary. Leaves have identifiable structures. Leaves grow on the tips and sides of small branches. Many kinds of trees lose their leaves in the fall. Leaves from the same trees have the same shapes. Leaves have many properties that can be compared. Leaves can be identified by their shapes, edges, tips, and colors. Earth has different landforms. FOSS Science Resources: Trees, Where Do Trees Grow? How do we learn? Our Very Own Tree Science Notebook: Students draw and write about where leaves grow on trees, how leaves can be sorted by shape, how leaves are different, and different landforms where trees grow. Teacher Observation Observes leaves, using five senses. Describes properties of leaves. Compares and sorts leaves by one physical property (color, shape, texture, size, edge). Communicates observations orally and by drawing, dictating, and writing. Can identify different kinds of landforms (mountains, valleys, rivers, ocean, desert, swamps). Incorporates new vocabulary. Trees are resources from the earth that provide humans and other animals with food. Trees are growing, living organisms. Fruits and nuts provide protection and food for the seeds. Trees change through the seasons as the weather changes. Some trees lose their leaves in winter, while others do not. Evergreen trees can be identified by the properties of their leaves (or needles). trees FOSS Science Resources: Trees, My Apple Tree FOSS Science Resources: Trees, Orange Trees FOSS Science Resources: Trees, Maple Trees Science Notebook: Students draw and write about food that comes from trees, write about why some trees are called evergreens, and draw a picture of the same tree in different seasons. Teacher Observation Demonstrates respect for living things. Knows trees are living things and have basic needs. Knows trees change through the seasons as the weather changes. Communicates observations orally and by drawing, dictating, and writing. Incorporates new vocabulary. Knows trees have structures.

6 trees overview Scheduling the module The Getting Ready section for each part of the investigation helps you prepare. It provides information on scheduling the activities and introduces the tools and techniques used in the activity. Be prepared read the Getting Ready section first. The first item in the Getting Ready section gives an estimated amount of time the part should take. Parts generally take one minute session. A general rule of thumb is to plan 10 minutes to introduce the activity to the whole class, about 20 minutes at the for each group, about 10 minutes to wrap up the activity with the whole class, and a few minutes to transition the groups. Plan ahead for the scheduling of the parts. On the next page is a sample teaching schedule for a week during the module. Interdisciplinary extensions require additional class time. One way to make the best use of time is to integrate the module into the other learning s in the classroom. Readings, notebook writing, math, or art extensions can be conducted at other learning s during the same time period as the science investigation. We suggest that the investigations be conducted in their numbered order, as the concepts build upon each other from investigation to investigation. Take your time and explore the subject thoroughly. 22 full Earth option Materials science system

7 Half-day and full-day kindergarten classes One advantage of conducting investigations at learning s is the flexibility it provides. Full-day classes may conduct an investigation part over the course of the day, completing the module in less than 8 weeks. Half-day kindergarten classes may spread out one part of an investigation over 2 or 3 days, allowing one or more groups a day at the, and wrapping up the investigation after all students have had the experience. This will mean having to set up the materials in the morning and again in the afternoon. The Getting Ready section of each part will alert you to any tips for managing materials in this case. Combined half-day and full-day classes might also plan to spend a few days on one, while incorporating science notebooks or extension activities for students that stay for the full day. sample 1-Week Teaching Schedule for half-day kindergartens MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY a.m. Part 1: Leaf Walk Introduce: whole class Center: 2 groups (45 min.) Center: 2 groups Wrap-up: whole class (45 min.) Part 2: Leaf Shapes Introduce: whole class Center: 2 groups (45 min.) Center: 2 groups Wrap-up: whole class (45 min.) Open Notebook: whole class p.m. repeat repeat repeat repeat for full-day or combination kindergartens MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Part 1: Leaf Walk Open Part 2: Leaf Shapes Open Open Introduce: whole class Center: 3 groups Wrap-up: whole class Notebook: whole class (two 45-minute sessions) Introduce: whole class Center: 3 groups Wrap-up: whole class Notebook: whole class (two 45-minute sessions) MAGNETISM AND ELECTRICITY 23 trees

8 trees overview investigation 1 Fall Trees 2 Leaves 3 Trees through the Seasons (Teaching sequence will depend on the available outdoor resources.) Part 1: Looking at Schoolyard Trees 2: A Tree Comes to Class 3: Tree Puzzles 4: Tree-Silhouette Cards 5: Tree-Part Cards 6: Tree-Part Booklets 7: Adopt Schoolyard Trees 8: Plant the Class Tree 1: Leaf Walk 2: Leaf Shapes 3: Comparing Leaves 4: Leaf Silhouettes and Outlines 5: Leaf-Silhouette Games 6: Leaf Books Fall Activities 1: What Comes from a Fall Tree? 2: Food from Trees 3: Visiting Adopted Trees in Fall Winter Activities 4: Winter Evergreen Hunt 5: Winter Twigs 6: Visiting Adopted Trees in Winter Spring Activities 7: Forcing Spring Twigs 8: Spring Bark Hunt 9: Visiting Adopted Trees in Spring Organization or whole class whole class whole class whole class and or whole class 24 full Earth option Materials science system

9 safety in the classroom Young children must be allowed to demonstrate that they can act responsibly with materials, but they must be given guidelines for safe and appropriate use of materials. Work with students to develop those guidelines so they participate in making behavior rules and understand the rationale for the rules. Encourage responsible actions toward other students. Look for the safety-note icon in the Getting Ready section, which will alert you to safety concerns throughout the module. General classroom safety rules to share with students include 1. Listen carefully to your teachers s instructions. Follow all directions. Ask questions if you don t know what to do. 2. Tell your teacher if you have any allergies. 3. Never put any materials in your mouth. Do not taste anything unless your teacher tells you to do so. 4. Never smell any unknown material. If your teacher asks you to smell something, wave your hand over the material to draw the smell toward your nose. 5. Do not touch your face, mouth, ears, eyes, or nose while working with chemicals, plants, or animals. 6. Always protect your eyes. Wear safety goggles when necessary. Tell your teacher if you wear contact lenses. 7. Always wash your hands with soap and warm water after handling chemicals, plants, or animals. 8. Never mix any chemicals unless your teacher tells you to do so. 9. Report all spills, accidents, and injuries to your teacher. 10. Treat animals with respect, caution, and consideration. 11. Clean up your work space after each investigation. 12. Act responsibly during science investigations. NOTE: Look for the safety-note icon, which will alert you to safety concerns throughout the module. These safety rules are on the FOSS safety poster. Materials Safety Data Sheets (MSDS) for materials used in the FOSS program can be found on the Delta Education website. If you have questions regarding any MSDS, call Delta Education toll free at (Monday Friday 8 a.m. to 6 p.m. EST). MAGNETISM AND ELECTRICITY 25 trees

10 trees overview Scope and Sequence for FOSS California 2007 Edition Grade Physical Sciences Life Sciences Earth Sciences 5 Mixtures and Solutions Living Systems Water Planet 4 Magnetism and Electricity Environments Solid Earth 3 Matter and Energy Structures of Life Sun, Moon, and Stars 2 Balance and Motion Insects and Plants Pebbles, Sand, and Silt 1 Solids and Liquids Air and Weather Plants and Animals Air and Weather K Wood and Paper Animals Two by Two Trees Wood and Paper Trees 26 Published and distributed by P.O. Box Northwest Boulevard Nashua, NH The FOSS program was developed with the support of National Science Foundation grants Nos. MDR and MDR However, any opinions, findings, conclusions, statements, and recommendations expressed herein are those of the authors and do not necessarily reflect the views of NSF. Developed by Full Option Science System Lawrence Hall of Science University of California Berkeley, CA full Earth option Materials science system